Applying Web 2.0 in Learning & Development: An Integrated Accelerated Learning Program

Applying Web 2.0 in Learning & Development:
An Integrated Accelerated Learning Program
by Prof. Dr. Hora Tjitra, Shentu Teng & Daisy Zheng

Excellence through Culture, Talent and Change
Learning_v1.0 / 2010-08
Accelerated Learning
2
Linguistic intelligence
Logical-Mathematical intelligence
Visual/Spatial intelligence
Musical intelligence
Interpersonal intelligence
Bodily intelligence
Intrapersonal intelligence
Accelerated Learning:
Different learning channels and approaches to
help knowledge acquisition, utilization and optimization.

Corporate Learning,Training and Development/2010-08
Agenda
1 What is Web2.0 6
2 What is eLearning2.0 12
3 How to apply Web2.0 for learning 20
4 Best practice: International Employability 26
5 Introducing sinau.me 33

What is Web2.0
4

What is Web2.0
“It’s about collaborative, user-centric content production
and interactive content access.”
- Tim O’Reilly,2005
social
phenomena
technology
design
guidelines
Web 2.0
includes

Web revolution

Web revolution
Web3.0Web2.0Web1.0
the mostly read only
web
1996-
the wildly read-write
web
2006-
The Semantic Web
Now-
Delivery Delivery Delivery
Creation Creation
Management
Value created by
network
Data managed by
meaning
Information delivered by
Internet.

Learning_v1.0 / 2010-08
Social Learning 2.0
8
Learning occurs within a social context.
People learn from one another by observing,
imitating, modeling and more and more by sharing
and exchanging ideas through web 2.0 platforms.

Learning itself is changing
Learning environment has changed a lot because of the Internet. So learning style in digital
age also changed. Now, different learning theories are applied to promote the learning effect.
Learning and knowledge rests in
diversity of opinions.
Connective learning theory
People can learn by observing the
behavior of others and the outcomes
of those behaviors.
Social learning theory
Knowledge is constructed when
individuals engage socially in
talk and activity about shared
problems or tasks.
Constructive learning theory
Traditional
learning theory

So the eLearning changes
Web3.0Web2.0Web1.0
eLearning2.0eLearning1.0
Connective/Social/
Constructive learning
theory
The traditional eLearning didn’t get much benefit from the web revolution because of the
learning theories behind is still based on classical learning environment.
Traditional learning
theory

What’s changed
‣Adults not children
Who learns
-Minimized role of educator
•If someone fails to learn, it is not assumed to
be the failure of the instructor.
-Internally motivated
•it is only after convincing him- or herself that
an adult will decide to learn.
-Self organized
•Workshops and seminars organized by the
students themselves create a better learning
environment than those organized externally.
•Flowed not stored
What to learn
•No limits
Way to learn

What’s changed
•Adults not children
Who learns
-Emerged from conversation
•Wisdom of crowds.
•Thought is internalized conversation.
•Learning occurs through connections with
other learners.
•Make the tacit explicit.
-Like a utility
•Knowledge is like water or electricity that flows
in a network or a grid, that we tap into when
we want.
•Knowledge is not objects and contents that
are stored, as though in a library.
‣Flowed not stored
What to learn
•No limits
Way to learn

What’s changed
•Adults not children
Who learns
-No spatial limits
•The computer connects the student to the rest
of the world.
•Students learn together because of same
interest not location.
-No temporal limits
•Individual learning schedule.
•Flowed not stored
What to learn
‣No limits
Way to learn

What’s new in eLearning2.0

What’s new in eLearning2.0
Immersive learning
Connected learning Mobile learning
Informal learning
Learner centered
• This learning is immersive –
learning by doing
• Workflow Learning
• Community of Practice
• Co-op learning,
• instant learning
• Learning occurs through
connections with other learners
• Learning is based on conversation
and interaction
• Learning is centered around the
interests of the learner
• Learning is owned by the learner
Lifelong learning

How to apply Web2.0
for learning
16

Technological aspects
Support communities of practice.
Wiki is a technology first comes in 1995. The technology is designed to provide a simple tool
for knowledge management. Wikis allow all users to create and edit content online. All changes
can be retraced by the other users and older versions of documents are available in a revision
history. As such wikis are an easy to use application for collaboratively creating content.
Involve learners in process of production of learning content.
Provide a possibility for students to present themselves.

Blog is a “log of the web”. The key feature of a blog is the presentation of the content in
reverse chronological order. Blog software provides the possibility for comments and
trackbacks, links back from other sites. In such a way a distributed, collective and interlinked
blogosphere is created.
Podcast & Vodcast is “content that can be automatically delivered to you”. This
technology can be used to deliver course content to students.
RSS is the basic technology of podcasting and most blog software. The technology allows the
user to subscribe to a site and thus be informed about new content in a push approach. In
education, the students might syndicate their content by using RSS feeds.

Platform provide approaches such as e-portfolio where learners have their own place to
create, reflect on and showcase their work.

Social aspects
Interact with students worldwide
eLearning2.0 is very focused on the content the social interaction, assisting informal
learning. Instead of a limitation of social interaction on topics for a given course, interaction with
students worldwide on a wide range of topics has become usual.
Several online community sites like Facebook focus on articulating social networks and the
interlinking of users.
Share information
Web Sharing Applications involves social bookmarking tools like del.icio.us, which
allow users to share their bookmarks and tag websites. And media sharing like Flickr or
Youtube which provide the possibility to share multimedia files. Beside the more general use of
this system, the use for course related content is also possible.

Learning_v1.0 / 2010-08
Developing
Intercultural Competence
of Young Professionals
21
International Employabilityhttp://sinauonline.com/bmbf

Learning_v1.0 / 2010-08
Applying Web2.0 for learning
The possible application of Web2.0 for learning
can be considered in two ways:
Integrating Web2.0
into traditional course
Applying Web2.0 technologies
to promote eLearning2.0
22

Learning_v1.0 / 2010-08
International Employability
23
Rapid and large-scale globalization increases the number of global customers and labors
Critical challenges for young professionals’ future development
in international working environment:
• Talents are under intense pressure to be competent and effective to meet
with global customer needs and to manage sophisticated global team
cooperation and business cases.
• Demand of employees who could work in international working environment
and cooperate with the team members with different cultural background
becomes bigger and bigger.
More and more MNCs established oversea R&D centers and call for talents from different countries
Competency of cross-cultural communication and cooperation becomes more and more important
when language is not the barrier any more

Learning_v1.0 / 2010-08
International Employability: German-Chinese Culture Program
24
Program background:
• An applied research and learning program, collaboration project between RheinAhr Campus of
FH Koblenz (Germany) with the School of Psychology, Zhejiang University (China).
• The program is funded by the BMBF as part of the German-Chinese Scientific Year Program.
• Getting to know the culture-specific conditions of studying and working in China and Germany.
• Defining central competencies necessary for German and Chinese employees to be successful
in the foreign job market.
• Defining central competencies necessary for German and Chinese students in the foreign
science context.
• Developing cultural sensitive assessment procedures.
• Designing intercultural media for assessment and learning.
Main objectives of the program:

Learning_v1.0 / 2010-08
Participants
25
Ten young professionals from RheinAhr, Germany and
ten young professionals from Zhejiang University, China
participated in the program.

Learning_v1.0 / 2010-08
Online collaboration, intercultural experiences
Selection
Web-based
China - 10 days
Web-based
Web-based
Germany - 10 days
26

Learning_v1.0 / 2010-08
Program Overview
27
Best Practice Discussion
• Company visit in order to learn from the real-world
• Round table discussion with senior professionals
Classroom Learning
• Cross-cultural communication and management
• Intercultural competency and sensitivity
• Applied I/O psychology in international environment
Social Learning 2.0
• Knowledge search, screening and acquisition on internet
• Experience sharing and group cooperation via web 2.0 tools
Action Learning
• Work in Chinese-German multicultural team
• Tasks focused on I/O psychology application in international environment
Culture Experience
• Ten days in China & Ten days in Germany to explore Chinese and
German culture and lifestyles
One month One month

Learning_v1.0 / 2010-08
Knowledge Acquisition through Classroom Learning
28
• International study and
management research
• Working in multicultural
environment
• Effective communication across cultures
• Conflict management across cultures
• Intercultural competencies in German-Chinese cooperation
• Intercultural assessment and training for German-Chinese cooperation
• How to apply the assessment center technique in MNCs
• Human capital in German-Chinese cooperation

Learning_v1.0 / 2010-08
Action Learning: Chinese-German Group Work
29
Video-based Learning and
Assessment
Development of InterculturalAssessment Tools
Best Practices inRecruitment
Intercultural Impression
Management

Learning_v1.0 / 2010-08
Social Learning through Web 2.0 Platform
30
Program website:
information release, program agenda update, tips sharing, etc.
Online discussion forum via web 2.0 platform:
Chinese-German group work communication, result report,
experience, reflection and feedback sharing, etc.

Learning_v1.0 / 2010-08
Exploring Culture and Lifestyles
31
Exploring Chinese culture
Living in German culture

Learning_v1.0 / 2010-08
Learning from the Real World: Company Visit & Discussion
32
SAP Labs, China
BOSCH, China
(round table discussion with GM)
BMW, Germany
Giesecke & Devrient, Germany
SAP AG, Germany
(round table discussion with
former VP of SAP AG)

Learning_v1.0 / 2010-08
Reflection & Feedback I
33
• The most exciting fact, at least to me, is that I know myself better than before: my strength, my weakness; what I can improve, what I should
keep, and what I could manage.
Know oneself
• I cared not enough about "human"! That's a big problem! So, this is very important…
• I know my team members better…
• For me, the most important experience is how to deal with the quarrel…
Deal with teammates
• …never say any word that may diminish our confidence at the critical moment.
• A clear evaluation of our the whole situation, instead of dreaming of the good outcomes, will help us to perfect our website.
• We checked every points, and do our best to meet demands.
Deal with the job
• …the [other group’s] plan was more detailed and I appreciated them [the other group] in that they could keep to the plan and had reflection
on what they had done.
Learn from others

eLearning2.0 in practice
Using eLearning2.0 in open and extended way
• Teacher as facilitator
• Open group
• Various topics
• Interest driven
• Informal
e.g. Sinau Platform

Sinau.me: an Introduction
SinauOnline is based on constructive learning approach which will put learner in the focus of the learning
process. It is built based on the social learning 2.0 philosophy, mostly using open source technology.
On the core of its approach is to encourage people to learn through sharing (speak coordinated blogging),
and jointly create an open learning materials, which than be provided and packaged for everybody
interested in.
Our regional focus are in particular in China, Indonesia and APAC areas.
Pages - Categories - Tags
Content Structure
vers. beta 1.0 (June 15, 2010)
Content Structure
Content Structure
Content Structure
PERSONAL
Development
Learning & Development from the Personal
Perspective
• Diagnostic & Assessment
• Acceleration Learning
• Career Development
ORGANIZATIONAL
Effectiveness
Corporate Learning & Development Systems
and Processes
• Organizational Learning
• System & Process
• Evaluation & ROI
CULTURAL
Diversity
Learning in the Culture Context
• Culture & Psychology
• International Business
• Intercultural Learning
• Learning in China
TECHNOLOGICAL
Advancement
Open Technologies for Learning and
Development
• Learning Management System
• Social Learning 2.0
• Online Research 2.0
• Web 2.0 Tools
• How To-do
Learning

SinauOnline: Name & Logo
Sinau is a Javanese word,
means Learning.
The six blue dots, reflect the six values we are following:
✦ Open source (our learning materials are free for everyone)
✦ Passion to learn
✦ Joy for sharing
✦ Bridge theories and practice
✦ Connect peoples
✦ Independent and neutral (not fix on a specific approach or school of thoughts)
✦ The chinese character "欣“ (xin) has the meaning of
"happy; joyful", while the "翱" (ao) means "take wing".
✦ SinauOnline would like to support people to develop
and take wing with joy and happiness.

Free eLearning Platform based on Social Learning Networks
5
We are NOT We are NOT
Individual Bloggers
• Wordpress.com, Blogger.com
• etc.
Unstructured Bloggers’ Network
• ……
• etc.
We are Open Learning Platform
• Providing free learning materials
• Put the learner’s interest in the center
• Creating group’s identity
• Top-Down and Bottom-Up approach
1. Learner’s Orientation
2. Edited Learning Materials
3. Open Learning Materials
4. Connect Learners

Thanks You
Any comments & questions
are welcome
Contact me at hora_t@mac.com
38
http://sinau.me
Guest lecture at the
University of Paramadina, Jakarta
by Prof. Dr. Hora Tjitra

Applying Web 2.0 in Learning & Development: An Integrated Accelerated Learning Program

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